Framing mobile learning from the perspective of learners’ experiences

Mobile learning has been around as a concept for quite a while, as something that involves “any sort of learning that happens when the learner is not at a fixed, predetermined location, or learning that happens when the learner takes advantage of the learning opportunities offered by mobile technologies” (MOBIlearn, 2003). Interestingly, even though ostensibly in this definition, the focus is on the learning and the experience of the learner, it still returns to the affordances offered by the technology.

In a paper recommended by Tessa Gray (here), she pulls out the following quote:

There is an ongoing need to examine the pedagogies that are suitable for m-learning, and to conceptualise m-learning from the perspective of learners’ experiences rather than the affordances of the technology tools (Traxler 2007, p. 1)

Tessa goes on to explain that Viewing mobile learning from a pedagogical perspective “unpacks a pedagogical framework – developed from two mobile learning projects (Australia and UK) from a socio-cultural perspective”. She also indicates that the 3 aspects highlighted are authenticity, collaboration and personalisation.

What are your own experiences with mLearning (either as a learner or a facilitator / teacher / trainer)? What are your responses to the framework in the paper? Is it something you might find useful?

Reference: “Guidelines for learning/teaching/tutoring in a mobile environment”MOBIlearn. October 2003. p. 6. Retrieved June 8, 2009.

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About ictenhancedlearningandteaching

I am a director and consultant at Ethos Consultancy NZ (http://www.ethosconsultancynz.com/). I have a keen interest in all aspects of ICT Enhanced Learning and Teaching (ICTELT) where the focus lies on ways of scaffolding and empowering learners. In particular, I am interested in the way that creative, blended approached to Academic Professional Development can create trust, rapport and encourage reflective practice. As such, ICTELT is approached from facilitation, design, evaluation and assessment as opposed to the tools and what they can offer. I am a strong advocate of the potential of Web 2.0 to empower learners from all walks of life and cultures, especially after my experiences working for 6 years in the Middle East. In particular, I am interested how ePortfolios can be used in the VET sector (especially where Literacy and Language challenges are faced), in Recognition of Prior Learning, and in authentic, applied assessment. I have been involved with designing and developing ICTELT approaches and programmes for ten years. Following research informed approaches and design, I apply a qualitative, iterative process to evaluate the effectiveness of interventions, programmes and tools, encouraging learners' voices and input from all stakeholders.
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